Who is `us`? Students negotiating discourses of racism and national identification in Australia

This article explores the political beliefs and the forms of reasoning about racism, national identity and Other developed by young Australian women and men from different ethnic and class backgrounds. The interviews on which the discussion is based are drawn from a larger longitudinal study of Australian secondary school students which examines how young people develop their sense of self and social values over time. The present article has two overall purposes: to add to understandings of how the cultural logic of racism functions in one national setting, and to consider political reasoning about race and ethnicity in relation to processes of young people's identity positioning. Three main lines of argument are developed. The first concerns students' positioning of themselves vis-a `-vis the current 'race debate' in Australia, and in relation to us as researchers, including their negotiation of the protocols for speaking about 'race' and racism. This includes consider ation of the methodological and political effects of white Anglo women asking questions about racism and ethnicity to ethnic minority students who are routinely constituted as 'Other': what blindnesses and silences continue to operate when posing questions about racism directly? A second and related focus is the range of emotional responses evoked by asking questions about racism and about an Australian politician (Pauline Hanson), who has been prominent in race debates. Third, the authors examine young people's construction of 'us and them' binaries and hierarchies of Otherness and whiteness. They argue throughout that reasoning about race, national identity and Others, and the taking up of 'political positions', is intimately linked to identity formation and to how we imagine ourselves in the present, the past and the future.

Art, pain, children: utopian and dystopian discourses in picture books

It is often assumed that picture books are intended for young children and that they are therefore mainly concerned with safe and reassuring stories, say, about home and family, friends and starting school. There are many picture books which fit within this category, but the form itself, a 32-page format which developed during the 1960s from illustrated books, has always been peculiarly open to experimentation and has enlarged its audience to include older children and adults. Unlike the novel, the picture book is not weighed down by the practices and conventions of the past; and the combination of verbal and visual texts makes for a particularly complex genre as it constructs ideas through dialogical relations between words and pictures.

Fateful moments and the discourses of grief

This paper is concerned with the ways in which language functions in our making sense of death and loss, not only with the use of euphemisms for death, but also the wider discourses which frame meanings and understandings. Many bystanders and commentators on September 11, 2001, for example, likened the impact of the planes on the towers, and their subsequent collapse as “just like a movie ... I couldn’t believe it was happening”. From a culture whose primary experience of death and violence is mediated by film and television, the issue of how these experiences are communicated and understood – by the families of those who died, by the rescue workers and police, by the politicians and the military, and also importantly, by the media and their audiences – is crucial in understanding the ways in which what seem like natural responses are socially and culturally constructed.

From "try it and see" to strategic exploration: characterizing young children's scientific reasoning

This article explores ways of characterizing different dimensions and levels of scientific reasoning in early elementary school children, in the context of open explorations. The article focuses on children's performance on three probes which involve using evidence to generate and evaluate knowledge claims. A number of dimensions have been used to characterize children's approaches to exploration and knowledge construction, which demonstrate the interrelationship between conceptual knowledge and scientific reasoning. Children differed markedly across these dimensions, yet individual children were relatively consistent in their approach to the tasks. The major differences in performance are linked to fundamental distinctions in the way ideas are viewed in relation to evidence.

Challenges in translating scientific evidence into mandatory food fortification policy: an antipodean case study of the folate- neural tube defect relationship

Objective: To identify challenges in translating scientific evidence of a  nutrient and health relationship into mandatory food fortification policy.
Design: A case study approach was used in which available evidence  associated with the folate–neural tube defect relationship was reviewed against the Australia New Zealand Food Regulation Ministerial Council's Policy Guideline for mandatory food fortification. Results: Three particular challenges were identified. The first is knowing when and how to act in the face of scientific uncertainty. The second is knowing how to address the special needs of at-risk individuals without compromising the health and safety of the population as a whole. The third is to ensure that a policy is sufficiently monitored and evaluated. Conclusions: Despite the availability of compelling evidence of a relationship between a particular nutrient and a health outcome, a definitive policy response may not be apparent.  Judgement and interpretation inevitably play significant roles in influencing whether and how authorities translate scientific evidence into mandatory food fortification policy. In relation to the case study, it would be prudent to undertake a risk–benefit analysis of policy alternatives and to implement nutrition education activities to promote folic acid supplement use among the target group. Should mandatory folate fortification be implemented,  comprehensive monitoring and evaluation of this policy will be essential to know that it is implemented as planned and does more good than harm. In relation to mandatory food fortification policy-making around the world,  ongoing national nutrition surveys are required to complement national policy guidelines.

Assessing the case for mandatory folate fortification : policy-making in the face of scientific uncertainties

This paper presents the view that policymakers face scientific uncertainties in assessing the case for mandatory folate fortification as a policy response to epidemiological evidence of the relationship between folate and neural tube defects. Moreover, the resolution of these uncertainties is confounded by the under-resourced state of nutrition information systems in Australia and New Zealand. The uncertainties relate to potential risks and benefits associated with the intervention for the target group and the population in general. These risks and benefits reflect the mismatch between evidence and policy that arises when addressing a presumed genetic abnormality in at-risk individuals with an intervention that is population-wide in its scope. There is an urgent need to conduct ongoing national nutrition surveys and monitor and evaluate policy interventions to strengthen the capacity of nutrition information systems to inform decision-making for this current, and future, public health nutrition policy.

Scientific proof that humans enjoy punishing wrongdoers: The implications for punishment and sentencing

Recent developments in brain science confirm that as a race we are in fact a punitive lot. Human beings actually derive pleasure from inflicting punishment on wrongdoers. We are wired in such a way that the part of our brain that reports pleasure is activated when we punish norm violators. This is even when punishment has no tangible or demonstrable benefits. However, we are not slaves lo our emotions. Another region of our brain 'kicks-in' if punishment becomes self-defeating, in that it conflicts with our other interests. The implications of this research for punishment theory and the practice of sentencing are discussed in this paper. The findings give qualified support to the theory known as intrinsic retributivism, but do not suggest it is the soundest theory of punishment. This is because we stop punishing when it comes at a cost to us. The good feeling that punishment invokes in punishers is another consequential consideration in favour of the utilitarian theory of punishment. However, it is not clear that the utilitarian calculus is necessarily affected by the findings. The main implication of the research findings relates to the relevance of public opinion to sentencing practice. The findings support the view that public sentiment, which seems to support increasingly tougher sanctions, can be curtailed of the public are informed that punishment comes of a cost to community.

Deconstructing diversity discourses in the fields of educationnal management and leadership

Discourses of diversity have supplanted those of equal opportunity or social justice in many Western democratic societies. While the notion of diversity is seemingly empowering through its recognition of cultural, religious, racial and gender difference within nation states, the emergence of this discourse during the 1990s has been in the context of neoliberal managerialist discourses that assume social action is fully explicable through theories of maximizing self interest. Thus notions of diversity, while originating in collective demands of social movements of feminism, anti racism and multiculturalism of the 1970s and 1980s, have in recent times privileged learning and leadership as an individual accomplishment and not a collective practice. Thus the dominant discourse of diversity is more in alignment with the deregulatory aspects of the increasingly managerial and market orientation of schooling, decentring earlier discourses of more transformatory notions premised upon reducing inequality and discrimination and developing ‘inclusivity’ in and through schooling. This paper provides a contextual and conceptual framework through which to explore the intersections and divergences of discourses of diversity in schools and their practical application.

Models of scientific community: Charles Sanders Peirce to Thomas Kuhn

Scientific community' is common currency in the study of science, largely due to Kuhn's use of the term in his highly influential book The Structure of Scientific Revolutions. As this article explains, however, 'scientific community' was not of Kuhn's coining. It was hinted at by Peirce, and expressly designated by Royce. On a few occasions Fleck affirmed a scientific community, while Polanyi studied it in some detail. The article concludes by comparing these thinkers' 'communitarian' interpretations of science.

What is the position/contribution of biology in environmental education

In this paper I intend to argue that biological science education and environmental education have traditionally represented fundamentally different discourses - that they have explicitly or implicitly adopted different epistemologies and ontologies - and that this difference has had implications for the conduct of research in these fields. I will draw on recent developments in theory, policy and practice in the field of environmental education to argue that this field tends to be located within a social discourse - that there is a foundation in policy and practice for considering environmental issues as fundamentally social and ethical in nature, rather than in some sense objectively existing. I then consider a rising topic in biology education (that of Biotechnology) as one which while tending to be treated within a scientific discourse, would be more fully explored educationally within a social discourse. I conclude by suggesting that in biology education research we need to consider a reconciliation of these historically differing perspectives.

Research designs and scientific identity in marketing journals: review and evaluation

Purpose - This research is based upon the assumption that the empirical research designs and the scientific identity of a journal are related. The objective is to review and evaluate the empirical research design of papers to determine the scientific identity of a selection of academic marketing journals. Design/methodology/approach – The journal sample consists of the Australasian Marketing Journal (AMJ), the European Journal of Marketing (EJM) and the Journal of Marketing (JM). The review and evaluation considers a six-year period, namely 2000-2005. The content analysis consisted of 811 papers. Findings – The scientific identity of JM may be seen as built upon quantitative research designs and the North American paradigm of research values. The scientific identity of AMJ is based upon a mix of empirical research designs and the Australian paradigm of research values. The scientific identity of EJM is also based upon a mix of empirical research designs, but a multi-continental paradigm of research values. Research limitations/implications – The leading continental journals in marketing maintain a scientific identity based upon the continental paradigm of research values. If it is driven to the extremes, a paradigmatic myopia and inertia of research designs may evolve that limit the scientific identity to be dogmatic and narrow-focused rather than variable and broad-focused. Originality/value – A cross-continental eview and evaluation of research designs and scientific identity of academic marketing journals is presented.